Kindergarten Interdisciplinary Nov-Dec UbD Unit
Title of Unit
Time Frame
Developed By
School
Interdisciplinary Nov.– Dec. UBD Unit
6 weeks - November
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
English Language Arts
CCK. 2 – Use and construct symbols, pictures, and dramatizations to
communicate feelings and ideas in a variety of ways.
c) use language cues and conventions to construct and communicate
meanings (manipulate sounds, explore sounds and rhymes)
g) demonstrate knowledge of upper and lower case letters.
CCK.3 – Use oral language to converse, engage in play, express ideas
and share personal experiences





ABC Museum
Letter Search (sand
table)
Tack letters
Journals
Shared writing




Circle
Learning Centres
Meal time
recess





Story time
Reading Buddies
Library
Transitions
P.Ed













Circle
Arts and crafts
Book Browsing
Reading Buddies
Library
Dramatic Play Centre
Journal
Science/weather centre
Math Centre
Literacy Centre
Block Centre
Mail Centre
CRK.3 - Listen, comprehend, and respond to gain meaning in oral
texts.
a)Listen attentively to others and respond appropriately.
d) Follow simple directions correctly and independently
CRK.4 - Comprehend, retell, and respond to basic ideas in stories,
poems, songs, and informational texts read to them.
a. Demonstrate awareness that communication can occur through
visuals and print texts (including First Nations and Métis texts).
b. Use strategies to construct and confirm meaning when
“reading”:
o make connections to background knowledge (before)
o identify important ideas and events (during)
o recall (after).
c. Understand and apply language cues and conventions to
construct and confirm meaning when viewing, listening, and
“reading”:
o show curiosity in words and their sounds (lexical/semantic)
o develop phonological awareness (graphophonic)
o recognize how gestures and body language communicate
part of the message (other cues and conventions).
d. Demonstrate an interest in and knowledge about books and
reading.
e. Know where to look for the title and author/illustrator.
f. Choose to read or look at books, and demonstrate knowledge of
print, reading-like behaviours, and book-handling skills.
g. Demonstrate awareness that print is a permanent way of
recording ideas.
h. Create play situations from basic understandings of story text.
i. Explain the main idea.
j. Relate personal experiences, and represent responses through
drama, physical movement, music, drawings, and models.
Science
NSK.1 Natural Surroundings - I can explore and discover changes to
my surroundings (soil, water, landform and weather) over time.
I can ask good questions like “Where did the rain water go?”, “Why is
some snow harder than other snow?”, and “Is a grain of sand a rock?”
I can use my senses and technology to collect and record information.
I can describe and illustrate things like temperature, wind direction and
speed and humidity, presence of water, and landforms such as grassy,
rocky, forest, and cultivated fields.





Science/Weather Centre
Ipad/ Ipod
Season Tree
Dress for the weather
activity
Seasonal picture sorting
game
Water/Sand Table




Circle
Dramatic Play area
Journal
Puppets


Season Tree
Dressing for the weather
game
Circle
Outdoor play
Recess
Craft/Art Centre
Clothing picture sorting
game

I can Identify, with guidance, changes in one or more aspects of my
natural surroundings over time. (e.g., changes in temperature over a
day and a week, changes to a tree over a year, changes in soil in a
garden or flower bed over two seasons).
I can see that people change our natural surroundings. (e.g., building
houses, mowing lawns, cutting down trees, planting gardens, damming
streams, and digging ditches).
Health
USCK.3 Who Am I?
I know that I am more than just a body. I am learning that I have
feelings and ideas that other people can’t see.
Social Studies
Outcome: DRK.3 - Analyze ways in which place and physical systems
influence daily life, including the influence of place on the daily life of
First Nations and Métis people.
a. Name, and describe the physical characteristics of, the four
seasons.
b. Give examples of how daily life is influenced by environment
(e.g., work, play, clothing).
c. Identify how weather affects everyday life, and describe how
adaptation for seasonal change is evident in daily life (e.g.,
clothing, food, home construction, recreational and sporting
activities, transportation).
d. Investigate ways in which place influences identity (e.g., leisure
activities, sports, arts, and culture are all influenced by place).
Arts Ed.
Music
CPK.3 - Create sound compositions exploring the elements of music
including:
o repeating patterns
o beat (e.g., clapping and stepping, and counting)
o response to fast/slow paces
o high/low sounds
o loud/soft sounds
o sounds with distinct tone colours/timbres.
I can hear and create music.
I can create repeating patterns with music.











Music centre
Circle
Body breaks
Story Apron
Ipad/Ipod
Listening Centre
I know the difference between speaking, shouting and singing.
Drama
Outcome: CPK.2 Explore a variety of drama strategies including:
o role
o imaging
o parallel play
o journeys
o meetings.
a. Use sources such as stories, poems, observations, visual
images, music, sounds, or objects to initiate drama work.
b. Ask questions to contribute to inquiry on a drama topic (e.g.,
What might happen to animals if winter did not come this year?
What if a messenger came to tell us that a giant was seen
outside the town?).
c. Listen to others and work co-operatively in dramatic contexts.
d. Use imagination during, and when reflecting on, the drama
experience.
e. Listen quietly during imaging activities and become aware of
thoughts and feelings that cannot be seen.
f. Focus attention on own work, while respecting others, during
parallel play and imaginary journeys.
Math
N.K. 1 I can count by 1’s from 0-10 and from 10-0
I can tell you which number comes before or after a number. (Rote
Counting)
NK.2 I can recognize and name familiar arrangements of 1-5 objects,
dots or pictures.
I can look and tell you the number of things on the table without
counting. (1-5 objects) Subitizing
I can match a number with an arrangement of objects. Cardinality
NK.3 I can count 0-10 objects.
I can construct or draw a set of objects corresponding to a given
numeral.
I can identify the number of objects in a set.
I can hold up the appropriate number of fingers for a given number.
I can match numerals with pictures.
NK.4 I can show a number in two parts using my fingers, counters or
other objects and I can name the number in each part.
NK.5 I can construct a set to show more than, fewer than or as many. I
can use words to describe it.
Essential Questions
Open-ended questions that stimulate
thought and inquiry linked to the
content of the enduring
understanding.
How can other people know what we are feeling
or thinking?
Why are we learning about letters and letter
sounds?
Why is it important to listen to others?
The change in weather changed our playground
and everything outside. Did it change you?
What is music?
Can we make music with our voice and body?














Circle
Story Sacks
Dramatic play/dress-up
area
Puppets
Reading centre
Listening Centre
Circle
Games
Transitions
Any Centre as a
conversation/activity
Math Centre Tabletop
activities
Common Math
Assessment
Water table – matching
numbers 1-5 and items
with tongs
Enduring Understandings
What do you want students to understand & be able to
use several years from now?
There are a variety of ways to communicate ideas and
feelings.
Letters form written words and the written word is one way to
communicate.
Listening makes us smarter.
Our natural surroundings change and affect the way we live
and the choices we make.
I can use my senses to learn about the world around me.
We cause change in our natural surroundings and our natural
Can we make music with things in nature or is it
just noise?
If you were a color how would you move?
surroundings cause us to change.
We can create music by exploring the different elements of
music.
When I make connections I have a better understanding.
Misconceptions
(Optional)
People know what we are thinking and feeling even if we don’t
tell them.
We are learning about letters and letter sounds just for
something to do.
We don’t need to listen to others.
We know what to do even if we don’t listen.
Rules are just things teachers say to ruin our fun and we don’t
need to follow them.
Music is something we only hear on the radio.
We cannot make music ourselves.
The weather doesn’t affect me.
There are no patterns in weather.
Assessment Evidence (Stage 2)
Observation, Documentation, Interpretation Plan (indicators
of learning)
English Language Arts
CCK. 2 – Use and construct symbols, pictures, and dramatizations to
communicate feelings and ideas in a variety of ways.
c) use language cues and conventions to construct and communicate
meanings (manipulate sounds, explore sounds and rhymes)
g) demonstrate knowledge of upper and lower case letters.
CCK.3 – Use oral language to converse, engage in play, express ideas and
share personal experiences
CRK.3 - Listen, comprehend, and respond to gain meaning in oral texts.
a)Listen attentively to others and respond appropriately.
d) Follow simple directions correctly and independently
CRK.4 - Comprehend, retell, and respond to basic ideas in stories, poems,
songs, and informational texts read to them.
k. Demonstrate awareness that communication can occur through
visuals and print texts (including First Nations and Métis texts).
l. Use strategies to construct and confirm meaning when “reading”:
o make connections to background knowledge (before)
o identify important ideas and events (during)
o recall (after).
m. Understand and apply language cues and conventions to construct
and confirm meaning when viewing, listening, and “reading”:
o show curiosity in words and their sounds (lexical/semantic)
o develop phonological awareness (graphophonic)
o recognize how gestures and body language communicate part of
the message (other cues and conventions).
n. Demonstrate an interest in and knowledge about books and reading.
o. Know where to look for the title and author/illustrator.
p. Choose to read or look at books, and demonstrate knowledge of
print, reading-like behaviours, and book-handling skills.
q. Demonstrate awareness that print is a permanent way of recording
Assessment Method
Products
 Journals
 Shared writing
 Artwork with
dictations
Observations
 ABC Museum
 Letter Search (sand
table)
 Tack letters
 Name Bingo
 Sound sorting game
 Library
 Meal Time
 Learning Centres
Conversations
 Circle
 Centres
 Teacher/child
 Parent/child
 Meal time
 Student/student
 Reading Buddies
 Library
 Transitions
 P.Ed
ideas.
r. Create play situations from basic understandings of story text.
s. Explain the main idea.
t. Relate personal experiences, and represent responses through
drama, physical movement, music, drawings, and models.
Science
NSK.1 Natural Surroundings
I can explore and discover changes to my surroundings (soil, water,
landform and weather) over time.
I can ask good questions like “Where did the rain water go?”, “Why is some
snow harder than other snow?”, and “Is a grain of sand a rock?”
Product
 Ipad/ Ipod
Observation
 Science/Weather
Centre
 Water/Sand Table
I can use my senses and technology to collect and record information.
I can describe and illustrate things like temperature, wind direction and
speed and humidity, presence of water, and landforms such as grassy,
rocky, forest, and cultivated fields.
I can Identify, with guidance, changes in one or more aspects of my natural
surroundings over time. (e.g., changes in temperature over a day and a
week, changes to a tree over a year, changes in soil in a garden or flower
bed over two seasons).
Conversations
 Dress for the
weather activity
 Seasonal picture
sorting game
 Season Tree
 Circle
I can see that people change our natural surroundings. (e.g., building
houses, mowing lawns, cutting down trees, planting gardens, damming
streams, and digging ditches).
Health
USCK.3 Who Am I?
I know that I am more than just a body. I am learning that I have feelings
and ideas that other people can’t see.
Social Studies
Outcome: DRK.3 - Analyze ways in which place and physical systems
influence daily life, including the influence of place on the daily life of First
Nations and Métis people.
e. Name, and describe the physical characteristics of, the four
seasons.
f. Give examples of how daily life is influenced by environment (e.g.,
work, play, and clothing).
g. Identify how weather affects everyday life, and describe how
adaptation for seasonal change is evident in daily life (e.g.,
clothing, food, home construction, recreational and sporting
activities, and transportation).
h. Investigate ways in which place influences identity (e.g., leisure
Product
 Journal
 My Favorite Things
Observation
 Dramatic Play
 Puppets
 Craft
Conversations
 Circle
 Conflict resolution
 Show and Tell
Product
 Season Tree
 Dressing for the
weather Poster
Observation
 Craft/Art Centre
 Outdoor play
 Recess
Conversations
 Circle
 Transitions
activities, sports, arts, and culture are all influenced by place).
Arts Ed.
Music
CPK.3 - Create sound compositions exploring the elements of music
including:
o repeating patterns
o beat (e.g., clapping and stepping, and counting)
o response to fast/slow paces
o high/low sounds
o loud/soft sounds
o sounds with distinct tone colours/timbres.
I can hear and create music.
I can create repeating patterns with music.
I know the difference between speaking, shouting and singing.
Drama
Outcome: CPK.2 Explore a variety of drama strategies including:
o role
o imaging
o parallel play
o journeys
o meetings.
g. Use sources such as stories, poems, observations, visual images,
music, sounds, or objects to initiate drama work.
h. Ask questions to contribute to inquiry on a drama topic (e.g., What
might happen to animals if winter did not come this year? What if a
messenger came to tell us that a giant was seen outside the
town?).
i. Listen to others and work co-operatively in dramatic contexts.
j. Use imagination during, and when reflecting on, the drama
experience.
k. Listen quietly during imaging activities and become aware of
thoughts and feelings that cannot be seen.
l. Focus attention on own work, while respecting others, during parallel
play and imaginary journeys.
Math
N.K. 1 I can count by 1’s from 0-10 and from 10-0
I can tell you which number comes before or after a number. (Rote
Counting)
NK.2 I can recognize and name familiar arrangements of 1-5 objects, dots
or pictures.
I can look and tell you the number of things on the table without counting.
(1-5 objects) Subitizing
I can match a number with an arrangement of objects. Cardinality
NK.3 I can count 0-10 objects.
I can construct or draw a set of objects corresponding to a given numeral.
I can identify the number of objects in a set.
I can hold up the appropriate number of fingers for a given number.
I can match numerals with pictures.
NK.4 I can show a number in two parts using my fingers, counters or other
objects and I can name the number in each part.
NK.5 I can construct a set to show more than, fewer than or as many. I can
use words to describe it.

Clothing picture
sorting game
Product
 Ipad/Ipod
 Concert
 Dance
 Circle
Observation
 Music centre
 Body breaks
 Story Apron
 Ipad/Ipod
 Listening Centre
Conversations
 Music centre
 listening Centre
Product
 Ipod/Ipad Circle
Observation
 Story Sacks
 Dramatic
play/dress-up area
 Puppets
 Reading centre
 Listening Centre
Conversation
 Circle
Product
 Ipod/Ipad
 Table Top Activities
 Common Math
Assessment
Observation
 Circle
 Games
 Math Centre
Tabletop activities
 Water table –
matching numbers
1-5 and items with
tongs
Conversation
 Any Centre
 Transitions
BLOOMS TAXONOMY:
REMEMBERING: Can the students recall or remember the information?
UNDERSTANDING: Can the students explain ideas or concepts?
APPLYING: Can the students use the information in a new way?
ANALYZING: Can the students distinguish between the different parts?
EVALUATING: Can the students justify a stand or decision?
CREATING: Can the students create new product or point of view?
Standards Rubric
The STANDARDS RUBRIC should identify how student understanding will be measured.
Please attach rubric to unit plan.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students
know where they are going?
How will you hook students at the beginning of the unit? (motivational set)
What events will help students experience and explore the enduring understandings
and essential questions in the unit? How will you equip them with needed skills and
knowledge? How will you organize and sequence the learning activities to optimize the
engagement and achievement of all students?
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work based on your essential questions and enduring understandings?
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Environment
What needs to be in the environment to allow the
children to achieve the outcomes?
 Season tree
 Items from nature; leaves, branches, pine
cones, small plants and flowers
 Journals
 Tongs/tweezers
 Small objects for sorting and counting
 Scissors, glue, markers, crayons, pencils
 Name tags
 Paper, sticky tack
 Odds and end such as paper, tubes,
cardboard, fabric, string, buttons, feathers.
 Paint, brushes, easel
 Magazines, catalogues
Conversations
What can I learn through
conversations that will scaffold
children’s learning?




How can I assess
students’ present
knowledge and
understanding?
What information will I
collect as evidence of
learning?
What adaptations will I
need to make for
various activities and
environments?
What safety concerns
will arise with each
Play
What interactions
(e.g., environment,
conversations) can I
offer to maximize the
children’s
opportunities for
learning and inquiry?





Outdoor
experiences
Literacy
Centre –
puppets,
books, books
on cd’s, ipod,
etc.
Library
P.Ed
Math
exploration
area
















Paper Doll shapes
Chalk
Books, songs poems
Play Dough ingredients
Verma-composting kit
Ipod/Ipad/CD
Trees, cattails, moss, water
Letters – magnetic, rocks, stamps
Wikki Sticks
Wipe able letter cards
White board markers
ABC Museum with small artifacts for sorting
Sand table (birdseed)
Water table with sorting materials
Games
Centres – music, literacy, writing, craft,
puzzle, building, reading, math activities,
 Pre-writing fine motor activities


learning environment?
What student items will I
share with parents?
The use of photo
stories, videos will help
students make
connections and
cultivate further
conversation in specific
topic areas.

Pictures with
word labels
What resources will you use in the learning experiences to meet the outcomes?
Centre Blue Prints
Literacy Centre
Activity
Source
Picture
Materials Needed
Alphabet Museum – children
sort found objects by beginning
letter sound and place in
museum. Could be connected
to Show and Tell.
Pinterest
Shoe boxes
Colored paper
Clips
Small items
Alphabet (odd puzzle
pieces, random cards)
Letter Search and match –
Hide magnetic letters in
birdseed/sand table. Children
find them and match to letters
on magnetic chart. I used the
back of my metal desk. Start
with upper case and eventually
add in lower case or pictures to
match beginning sounds.
Tack Letters – write
letters/names on paper. Use a
bulletin board or cardboard box.
Kids put tacks in letters along
lines.
Books – fiction and non-fiction
alphabet books
Balanced Literacy
Diet
http://www.oise.ut
oronto.ca/balance
dliteracydiet/Hom
e/index.html
Sand table/ water table
scoops
Magnetic letters
Alphabet chart
Pictures with beginning
sounds.
Occupational
Therapist
Paper
Tacks
Cardboard box
Bulletin board
Library and TRC
Chicka, Chicka, Boom
Boom.
Alpha Ooops!
Letter Match – rocks with letters
written on them. Paper/chart
with poem (etc.) written in large
writing.
Kids select a rock and find the
matching letter on the chart.
Cover letter with rock.
Web
Writing Centre
Write and Wipe Letters/numbers
– students write name over the letter
shapes
-could use name cards too
- students form and press wikki sticks on
letters/numbers
Small chalk boards- could use chalk but
just too dusty. Use water and small
paint brushes or Q-tips. Write letter on
chalk board and trace over with water.
Value Village
Laminated letters
White board markers
Wikki Sticks
Pinterest
Small chalk boards
Chalk
Wet cloth to wipe
Small paint brush
Q-tips
Water cup with water
Unlined journal
Wax and pencil crayons
Markers
Stickers
Pencils
Journals & writing tools
Christmas Wish List
Students cut out pictures of things they
would like for Christmas or things they
would like to get for their family or
friends.
Health outcome – I am more than my
physical self
Science/Social Weather Centre
Dress Me For the
http://www.makingfriends.
Weather Paper Dolls
com/friends/f_seasonal.ht
m
Weather report
Teacher’s Trunk or
printables from
Pinterest
Weather related books
Froggy gets Dressedstory sack
Thomas’s Snowsuit
The Mitten
The Hat
Snowmen at Night
The Story of Snow
Animals in Winter
http://www.readingconf
etti.com/2013/01/25-
P.A. Literacy
School Library
Public Library
TRC
Christmas Catalogues/magazines/flyers
Scissors
Paper
Glue
Writing tools
Sheet that starts out:
Dear _________,
Laminated paper dolls
Laminated paper clothing
Laminated magnetic
weather signs such as:
Sun, Wind, Rain, Clouds,
Rainbow, Snowflakes,
Thermometer, Numbers
winter-books-andcrafts-for-kids.html
for these 25 books
Can be read at Circle
Time and the craft can
be set up as an
invitation at the Craft
Centre.
Music Centre
 Variety of real and homemade musical instruments. Too noisy for indoors? Take it outside.
o Shakers (homemade and found)
o Bongos and coffee can drums
o wind chimes
o Ukulele
o Kazoo’s
 Books Library and/or TRC
 Sheet music
Math Centre
 Counting Games - Teacher made and purchased
o Sneaky Snacky Squirrel
o Shelby’s Snack Shack
o Snakes and Ladders
o # matching games
o Magnetic numbers with small items to build sets
 Math related commercial books and class made books
Craft Centre/ Painting Centre
 Using the books from circle time as inspiration for craft centre
 Craft idea books
 Labels on supplies
Puzzle & Game Centre
 Variety of alphabet/number puzzles
 Alphabet Fishing Game
Dramatic Play Centre
 Kitchen play centre with dress up clothes.
 Puppets at reading centre.
 Most of the drama work will happen at circle time as a group
 Fliers and labels
 Recipe books
 Menus
 Phone book
Reading Centre
 Variety of fiction and non-fiction books
 Newspapers
 Magazines
 Comic books
Building Centre
 Building supplies of all sizes
 Blue prints or photos of possible constructions
 labels
Table Top Centre
 labels
 pictures of previous students work
Water Table
 Snow, ice and water
 Scoops, shovels, cups, etc.
 Igloos
 People/animals